The semester is coming to a close, and I am now realizing how many more technological tools I have in my teaching belt because of this class. From SMART Exchange to Storybird to understanding how to find the NETS, my ability to integrate technology into presentations and teaching has grown tremendously.
Not only are these tools helpful for teaching, but I am also able to use them to spice up assignments in other classes. I just gave a presentation yesterday in which I used prezi.com. I had seen presentations from the website before, but this class really inspired me to try it out for myself. I also was able to integrate portions of the SMART software into a presentation for another class.
As reluctant as I often am to learn new technologies, I understand that, in the hands of a careful practitioner, technology can be a very powerful tool.
Thursday, April 25, 2013
Tuesday, April 23, 2013
Week 14
Technology is always looking toward the future; it constantly develops and becomes obsolete very quickly. Naturally, this leads us, as educators, to thinking about how ever-changing technology will affect education in the future.
Obviously, no one can predict where technology will strike next, but education will most likely align with the current wireless trend. While our globe keeps shrinking due to the ability to communicate instantaneously, our personal, face-to-face interactions seem to be thinning as well. How will this affect the classroom, given that its format is face-to-face interaction?
While our technology seems to be eliminating the necessity of physically interacting with one another, Larry Cuban, in an article he contributed to The Washington Post warns us not to be too hasty in dismissing the traditional classroom: "magical thinking about transforming teaching and learning–dumping teachers and traditional schools disappearing–is close to make-believe even when children have these powerful devices in their hands." Technology, as rapid and engaging as it is, will never be able to offer the same benefits to students as teachers.
Obviously, no one can predict where technology will strike next, but education will most likely align with the current wireless trend. While our globe keeps shrinking due to the ability to communicate instantaneously, our personal, face-to-face interactions seem to be thinning as well. How will this affect the classroom, given that its format is face-to-face interaction?
While our technology seems to be eliminating the necessity of physically interacting with one another, Larry Cuban, in an article he contributed to The Washington Post warns us not to be too hasty in dismissing the traditional classroom: "magical thinking about transforming teaching and learning–dumping teachers and traditional schools disappearing–is close to make-believe even when children have these powerful devices in their hands." Technology, as rapid and engaging as it is, will never be able to offer the same benefits to students as teachers.
Sunday, April 21, 2013
Reflection #10
Videos in the classroom. As a student, I often feel like it's a bit of a teacher cop-out; as a teacher, I feel a little bit of the same. Videos are engaging, however. How can a teacher effectively utilize a video in the classroom so that students don't see it as a "babysitter" but are actively engaged and, in turn, excited about the lesson?
I think it depends on two things: content and context. The content of the video needs to be either extremely relevant to the lesson or completely irrelevant (shown in class merely as a bonding mechanism for the students and teacher). Teachers risk losing student interest or respect when the content of the video is in between the two extremes.
The context of the video also needs to be correct in order for the video to be effective. Videos should not replace teachers. Within the context of teacher instruction and commentary, the video can be an effective and engaging learning experience. If the teacher mentally "checks out" during the video, however, students will do the same.
Videos can capture students' attention in ways that traditional instruction cannot, but, like all technological tools, they must assist the teacher and not replace her.
I think it depends on two things: content and context. The content of the video needs to be either extremely relevant to the lesson or completely irrelevant (shown in class merely as a bonding mechanism for the students and teacher). Teachers risk losing student interest or respect when the content of the video is in between the two extremes.
The context of the video also needs to be correct in order for the video to be effective. Videos should not replace teachers. Within the context of teacher instruction and commentary, the video can be an effective and engaging learning experience. If the teacher mentally "checks out" during the video, however, students will do the same.
Videos can capture students' attention in ways that traditional instruction cannot, but, like all technological tools, they must assist the teacher and not replace her.
Wednesday, April 17, 2013
Reflection #9
Today, in one of my classes, we were giving presentations on various Sherlock Holmes stories. My group used the run-of-the-mill PowerPoint presentation, and I suspected that everyone else would do the same. The rest of the groups, however, did not have a technological element at all.
It particularly struck me when one group presented a comparison of Holmes and his archenemy Moriarty written on a chart that they unrolled. I started pondering about how immersed classrooms are in technology, so much so that it's shocking when we don't see it. Merely 10 years ago, this was the standard mode of presentation.
The group's lack of technology almost served as a shock factor for me. It made me pay attention more, just as the inclusion of technology in a class 10 years ago would have done. Perhaps we are so used to technology that taking it out of the classroom is now more engaging than leaving it in.
Of course, I understand that this is not always the case and that technology has a valuable place in classrooms. It engages students in ways that traditional instruction never could. However, in our age of techno-mania, perhaps a return to the basics--a technological detox, if you will--would benefit students.
It particularly struck me when one group presented a comparison of Holmes and his archenemy Moriarty written on a chart that they unrolled. I started pondering about how immersed classrooms are in technology, so much so that it's shocking when we don't see it. Merely 10 years ago, this was the standard mode of presentation.
The group's lack of technology almost served as a shock factor for me. It made me pay attention more, just as the inclusion of technology in a class 10 years ago would have done. Perhaps we are so used to technology that taking it out of the classroom is now more engaging than leaving it in.
Of course, I understand that this is not always the case and that technology has a valuable place in classrooms. It engages students in ways that traditional instruction never could. However, in our age of techno-mania, perhaps a return to the basics--a technological detox, if you will--would benefit students.
Tuesday, April 16, 2013
Week 13
Frequently Used Features:
Potential Activities to Learn Basic Office Programs:
- Word
- Cut, copy, paste, highlighting, spell check, paragraph formatting, headers, editing tools (comments, track changes, etc.), and various formatting tools (lists with bullet and numbered formats, etc.)
- Excel
- Graphing tools, sorting tools, functions and calculations for statistical purposes
- PowerPoint
- Most of the basic tools from Word, layout tools, inserting pictures and graphs, design themes, presentation tools
- As a future English teacher, I find the editing features of Word especially helpful. Students could practice peer editing their essays on computers utilizing Word's editing features.
- Word also has citation tools that I have yet to explore. I can imagine that these tools would be especially helpful to English students. I could have students create an annotated bibliography of resources for a research paper using the citation tools offered through Word
- To learn the features of PowerPoint, students could create a presentation for a book report in which they have to incorporate pictures relevant to the book or characters, as well as a video or sound clip.
Monday, April 15, 2013
Reflection #8
It has recently struck me how much social media now has links to students' self-esteem. This self-esteem-social-media relationship doesn't just affect students, either. A quick google search uniting "self-esteem" and "social media" produces a mass array of articles, some of them scholarly, postulating on the connection between the two with primarily negative results.
Facebook is the prime perpetrator of causing low self-esteem. One article notes that Facebook's often "picture-perfect images can be especially difficult for teenagers to grapple with because they’re often hyper-conscious of measuring up to their peers. It’s a tender and critical stage in life — a time for forming an understanding of who you are." Teenagers need affirmation, and they're looking to Facebook to provide it. But Facebook is a poor giver of encouragement.
How does this phenomenon affect us as teachers? We need to realize how much social media can affect students' moods, from euphoria to depression. Perhaps social media is creating a gap in our society in which we expect it to provide feel good comments which we would otherwise require from others. While students certainly spend mass quantities of time utilizing social media, they spend even more time in the classroom. Maybe teachers should pick up where social media often leaves off. Students still need teachers to care for them, and a timely word from a teacher can make all the difference in the world. Never forget to encourage your students.
Facebook is the prime perpetrator of causing low self-esteem. One article notes that Facebook's often "picture-perfect images can be especially difficult for teenagers to grapple with because they’re often hyper-conscious of measuring up to their peers. It’s a tender and critical stage in life — a time for forming an understanding of who you are." Teenagers need affirmation, and they're looking to Facebook to provide it. But Facebook is a poor giver of encouragement.
How does this phenomenon affect us as teachers? We need to realize how much social media can affect students' moods, from euphoria to depression. Perhaps social media is creating a gap in our society in which we expect it to provide feel good comments which we would otherwise require from others. While students certainly spend mass quantities of time utilizing social media, they spend even more time in the classroom. Maybe teachers should pick up where social media often leaves off. Students still need teachers to care for them, and a timely word from a teacher can make all the difference in the world. Never forget to encourage your students.
Week 12
1) What piece of classroom technology do you find engages older students the most?
2) What is the most difficult aspect of teaching in a secondary classroom?
3) What is one thing that you wish you would have known as a student/first year teacher?
2) What is the most difficult aspect of teaching in a secondary classroom?
3) What is one thing that you wish you would have known as a student/first year teacher?
Week 11
I chose to scout around The Innovative Educator for technology and other educational insights. The blog was engaging, and I found myself wanting to read more entries. I chose to comment on a post by a guest writer entitled 6 Reasons Why You Should Use 6 Laptops in Your Classroom. The entry addresses the issue of insufficient technology resources in public schools. It suggests that students collaborate using one laptop per group. I think this is a fantastic solution because it forces students to polish other skills that will be useful in future careers in addition to learning the day's lesson.
On browsing through the site, it seemed that teachers, appropriately, submitted most of the comments. I think posting an entry as a student enhances the learning community because it puts those of us in training in contact with those who are innovating directly for the classroom. Through blog comments, theory can meet practice.
On browsing through the site, it seemed that teachers, appropriately, submitted most of the comments. I think posting an entry as a student enhances the learning community because it puts those of us in training in contact with those who are innovating directly for the classroom. Through blog comments, theory can meet practice.
Wednesday, April 10, 2013
Technology Project Plan
I am doing my Technology Project on musical storytelling.
Audio and voice recording >>
Audio and voice recording >>
Tuesday, April 2, 2013
Reflection #7
It is a dark and stormy night...you are about to lose power, but you've been waiting on an email all day. You decide to refresh your inbox once more before you shut down the computer. At last! It has arrived! You open the email, eager for the information, and then you see it. You shield your eyes, but it's too late! You've been attacked by...the Multi-Colored Email.
We've all received such emails, whether they come from Grandma, our spam-forwarding neighbors, or even our bosses. You know what I'm talking about: the email with 27 different fonts, colors, backgrounds, and emoticons.
Unfortunately, teachers too often perpetuate this stereotype in the classroom. Not only are such forms of presentation unprofessional, but they can also be distracting to many students, specifically ones with dyslexia.
Of course I am speaking to secondary teachers here; elementary kids love colors, and making assignment sheets and report cards in different colors helps them get excited about learning. But when it comes to high school students, leave the colors and cutesy clip art in the word processor where you found them. High school kids appreciate being respected and treated like adults. Who wouldn't? But when teachers continue to send out emails and homework assignments that look like something Dora the Explorer would write, students lose respect for the teacher.
So treat your students to respectful fonts and colors; they will return the favor.
We've all received such emails, whether they come from Grandma, our spam-forwarding neighbors, or even our bosses. You know what I'm talking about: the email with 27 different fonts, colors, backgrounds, and emoticons.
Unfortunately, teachers too often perpetuate this stereotype in the classroom. Not only are such forms of presentation unprofessional, but they can also be distracting to many students, specifically ones with dyslexia.
Of course I am speaking to secondary teachers here; elementary kids love colors, and making assignment sheets and report cards in different colors helps them get excited about learning. But when it comes to high school students, leave the colors and cutesy clip art in the word processor where you found them. High school kids appreciate being respected and treated like adults. Who wouldn't? But when teachers continue to send out emails and homework assignments that look like something Dora the Explorer would write, students lose respect for the teacher.
So treat your students to respectful fonts and colors; they will return the favor.
Week 10
Bloom's Taxonomy. It's been around for nearly 60 years, and it is still as influential as ever. But how do we take this educational tool and update it so that we can use it with technology? By sheer coincidence, the article I read ("Kinetic Connections: Bloom's Taxonomy in Action") addressed just that: How can we use the web to push our students to higher levels of thinking?
Like the article said, many see the internet as level one: pure information, a library of facts useless in the hands of an individual without critical thinking skills. But this is not as true as some might think. The article listed several websites whose sole purpose is to force students to think at higher levels.
Also, Bloom's synthesis level of knowledge begs to use technology. It asks students to take the information they've learned and integrate it into something new. Students could use cameras, video, the web, any number of things to create ideas to share with the world. Sites like storybird.com invite students to take their knowledge of story parts and then write their own story. This is Bloom's 5th level.
I can imagine a culminating senior project in which students make a film evaluating (Bloom's highest level of thinking) some historical event. The film would not have to be entirely accurate, because it would have to reflect the student's opinion of the event he or she has researched.
I can see no end to how you could integrate Bloom's Taxonomy with technology. Do you have ideas to share?
Like the article said, many see the internet as level one: pure information, a library of facts useless in the hands of an individual without critical thinking skills. But this is not as true as some might think. The article listed several websites whose sole purpose is to force students to think at higher levels.
Also, Bloom's synthesis level of knowledge begs to use technology. It asks students to take the information they've learned and integrate it into something new. Students could use cameras, video, the web, any number of things to create ideas to share with the world. Sites like storybird.com invite students to take their knowledge of story parts and then write their own story. This is Bloom's 5th level.
I can imagine a culminating senior project in which students make a film evaluating (Bloom's highest level of thinking) some historical event. The film would not have to be entirely accurate, because it would have to reflect the student's opinion of the event he or she has researched.
I can see no end to how you could integrate Bloom's Taxonomy with technology. Do you have ideas to share?
Week 9
How does a teacher successfully utilize video in the classroom? Bob Sprankle compiles a fantastic list of ways in which teachers can integrate video in his article aptly entitled "Caught on Video."
I love Sprankle's ideas about preserving the excitement of learning and school memories, but the idea that keeps nagging at me has to do with math. I can only imagine how helpful it would have been to be able to watch my teacher work out the problems from the class period as I was later doing my homework racking my brain to remember the day's lecture.
Math problems require such a specific process that if students forget one step, they will end up with the wrong answer. I think being able to use video to review the day's lecture would clear up so many math frustrations that nearly all students have.
I love Sprankle's ideas about preserving the excitement of learning and school memories, but the idea that keeps nagging at me has to do with math. I can only imagine how helpful it would have been to be able to watch my teacher work out the problems from the class period as I was later doing my homework racking my brain to remember the day's lecture.
Math problems require such a specific process that if students forget one step, they will end up with the wrong answer. I think being able to use video to review the day's lecture would clear up so many math frustrations that nearly all students have.
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